 Hello everyone and welcome to the finding and using sources workshop and in this case it's a online recorded version of the workshop and so one thing that I just want to know upfront about the way this works is a lot of it resembles the workshop that you went through in fall quarter and it just has a couple of slightly different approaches but also of course it's going to be unique to the assignment that you're working on at this point and the approaches that you're going to be taking with it so you can pause the video at any point that you want to in order to to do activities take notes whatever makes sense to you but also I have broken it out into separate videos so that you have a little bit more agency going to the parts of it where you want to focus more and and have a little bit more control over how you're going to be approaching this. I will have some points where I suggest that you pause the video as well and and be talking through some of those parts and then of course one of the things to keep in mind is that because the overall inquiry process the research reading and writing process is a social process as I mentioned in previous workshops keep in mind that you do have people that you can be contacting as you're working through this that includes myself and also the folks in the research and writing studio and of course your classmates and instructor as well. So let's go ahead and move forward and what I want to start out with is taking a moment to revisit your inquiry question and your sub-questions and the reason for this is because now that you've had some time to sort of gestate so to speak on your ideas and have that time to kind of let them exist in your subconscious now's a good time to come back to them and have some fresher eyes and taking a look at it. So as has been mentioned before oftentimes you're going to be revising your inquiry question your Pico question and your sub-questions over time and that's a perfectly natural thing to be doing so that that's something that I encourage you to do at this point to take a moment positive video get that inquiry question those sub-questions out because we're going to be working from them and if they need any tweaks now's a good time to do that. And so the reason why we're going to be doing this this is where we're going to hopefully end up today this is sort of the abstract model for it and you've seen this before with the previous workshops but just to kind of revisit what it's about we want to get to the point where you have sources that are going to be speaking to your sub-questions in the most effective way possible and those ways in which the sources speak to your sub-questions those are again those rhetorical moves it's the types of things that they do in order to provide evidence for your sub-questions so that eventually your sub-questions become can become sub-claims and you can be making those claims in the way that you want to be making them or you can know how you need to modify your claims in order to make the most effective claims possible. So a way of thinking about this is the dinner party type approach to the thinking about it where you could say well you know the green source speaks to a couple of these sub-questions but how would the green source be speaking to the yellow source how would it be speaking to the orange source differently and how in turn after I have those sources that are speaking to the sub-question and sometimes I might have lots of them like the four of them where there's a purple a gray a red and a yellow and in other cases I might just have the one but how are they going to be speaking to the sub-questions and then those sub-questions in turn speaking to the inquiry question so that that inquiry question is going to become a thesis statement and so I'm going to be working towards the most effective paper I can in writing a strong thesis statement and the same goes for a poster when you're putting the poster together. So in order to to get started with thinking about the types of information you need to have and finding those sources to speak to the sub-questions that's where we want to move into the rhetorical moves and talking about the types of sources you're going to need and and trying to figure that out so let's take a moment to define some of the rhetorical moves there's a link to a rhetorical moves handout that you can be using as well but these slides describe it in a little bit more detail with examples so starting out with the first of the three rhetorical moves there is grounding and you have a reading for this course where it talks about a lot of these same ideas uses slightly different terminology and a slightly different approach but it's essentially that the same types of ideas and so whichever model ends up working best for you then that's perfectly great to be going with either one of those but with grounding it's situating a claim within a particular context right so there's defining that one's pretty straightforward how a scholar defines a particular concept and you put that forward there's framing so in this case it's saying something where we could say historically scholars have examined a particular concept through a particular lens or a theoretical framework so that we're actually kind of putting that forward as how an idea has been approached it could be illustrating as well where in this case we're saying we can look to scholar D who illustrates many of the complexities embedded in concept X and so it's something that kind of gives life to a particular idea or it could be authorizing where we might be saying scholar C echoes what I've argued for saying that and then you can have the quote or the paraphrase of the claim that you would be using in that particular instance now the second of the three rhetorical moves is forwarding and that's extending or repurposing the ideas or expertise of others between contexts and so this is where it's a little bit trickier and it's something that's a slightly more difficult task for us people who are are researching and writing and reading into expertise rather than writing and researching and reading from expertise so as undergraduates a lot of you are still working on developing your voice in terms of scholarship related to nursing so sometimes you can feel a little bit awkward to be doing some of these moves but they're very valuable things to be doing in the process of scholarship and so just to illustrate a few of those there's borrowing so although scholar C exclusively focused on and there's an original context that you can say the same idea can be applied to and then you have a new context for that particular issue it could be extending an idea so you could be saying while I agree with scholar A's main premise I would argue that A does not go far enough and that and then you would be inserting your new idea there so you looked at their evidence and you have come to yet another idea from it that maybe they didn't describe themselves or it could be synthesizing where you in this case it's scholars A B and C offer similar insights scholars D and E go against the grain a scholar F offers an entirely new explanation taking these valuable perspectives collectively I conclude that and then you offer your own unique and new perspective and and synthesizing is oftentimes one of the trickier ones of those three to be doing you don't need to have that as many sources I have as I have in that example it could just be two sources but it is that process where you really bring in two new sources to gain new perspectives and then there is countering which can sometimes take place within the other rhetorical moves as we kind of saw that there was a countering activity taking place in that synthesizing an example a moment ago but that's presenting an alternative perspectives or uncovering gaps in others views so that could be borrowing where although scholar C exclusively focused on and it has a particular idea scholar A seems to have overlooked and then you're presenting an alternative perspective or it could be uncovering values so if scholar A and B had also taken and then you put a gap in thinking into consideration they may have reached a different conclusion so those are the rhetorical moves and and they're good to be keeping in mind in terms of what kind of information sources you might need but there are also different types of information sources and they can speak to your sources in different ways and they relate to the rhetorical moves but if they're more about the sort of the format type of the source that you're going to need and so if you think about your sub questions and you are thinking about the things that you need from your sources are those going to be best addressed with a peer reviewed research article so something where it's gone through that rigorous process and it's kind of the gold standard of academic scholarship it might also be something where it's coming from a professional source the professional organizations or a government source and it has some authority in those senses as well because it has the expertise of those organizations or the governments behind it might it also be a course reading so there could be some course readings that you would be bringing into the mix as well as part of your your overall writing process another example of something might be a primary source so a primary source which is good to make sure to not confuse with primary research where primary research is something where it is generating something that is eventually a primary source but a primary research becomes a peer reviewed journal article in most instances or other research type products but other primary sources that you might be considering are things like say patient testimonials or a nurse who is actually practicing their testimonials around a particular issue so those would all be primary sources because they are they're coming directly like they're the most elementary source of information you could have it could be data on a topic so it could be very specific information that was gathered through focus groups or through interviews but it has not been interpreted yet those would be primary sources it might also be an expert as well so somebody who really knows what they're talking about and it's not something necessarily that has to be written down you just have to keep in mind that how you use those can really vary because you want to be careful about using something where you basically can't direct your reader to the evidence that you're going to be providing because unless it's been recorded you're not going to be able to do that and of course you're going to be wanting to follow the assignment guidelines as part of this overall process so now is a good time to stop and this video will end but take the time to examine your sub-questions and determine what moves your sources are ideally going to make and to answer those questions and the green and lindinsky chapter that that you have those worksheets that are in there that are in the figures sections those are excellent templates to use for this activity so i definitely would recommend considering using those or adaptations of those within this type of an activity and any sources that you already have it's good to kind of identify what kind of rhetorical moves they are already making and how they speak to your sources so that you're going to be able to move forward and figure out the gaps that you still have in terms of finding sources and the sources that are going to be most effective on your topic